A decade ago, the subtractive schooling of many Latino youth in the United States resulted in a devaluing of cultural identity and heritage as resources to support learning. Today, educators are urged to revalue cultural resources toward literacy development. This study explores the experiences of Latina adolescent students as writers during an after-school writing project based in a culturally and linguistically responsive literacy instruction model. We report on the writing experiences of young women from diverse backgrounds as they examined issues of race, power, voice, and linguistic identity through the use of culturally authentic literature. Qualitative analyses of data from writing samples reveal (a) the process of Latina youth "authoring" themselves through writing and (b) the composing of meaning from a "transnational" perspective. We address implications for the education of minority youth. (Contains 1 table and 3 footnotes.)